Although it is undisputable that task-based language learning and teaching seems to be an interesting and varied methodology regarding language classrooms, there may arise some difficulties when trying to implement this approach. One of the most challenging issues within task-based approaches is considered to be the students’ use of the mother tongue.
This term paper aims to examine how to deal with mother tongue use in a task-based classroom, how to encourage target language use and finally, how mother tongue use is compatible with task-based approaches
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 1.2 Task-Based Language Teaching
- 2.1 Principles of Task-Based Language Teaching
- 2.3 Mother Tongue Use in Task-based Classrooms
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper examines the role of mother tongue use in task-based language classrooms, exploring strategies to encourage target language use and the compatibility of mother tongue use with task-based approaches. It begins by outlining the characteristics and principles of task-based language teaching, then presents studies examining mother tongue use in such settings. Finally, it considers different perspectives on mother tongue use in second language teaching, focusing on sociocultural theory and enlightened monolingualism.
- The principles and characteristics of task-based language teaching.
- The role and function of mother tongue use in task-based language classrooms.
- Strategies for encouraging target language use in task-based settings.
- The compatibility of mother tongue use with task-based approaches.
- Different theoretical perspectives on mother tongue use in second language acquisition.
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter establishes the historical context of foreign language teaching, moving from traditional teacher-centered approaches to the communicative turn and the rise of task-based language learning. It highlights the challenge of mother tongue use within task-based classrooms and outlines the paper's objective: to investigate strategies for managing mother tongue use while promoting target language acquisition. The chapter sets the stage for a deeper exploration of task-based language teaching and the complexities of multilingual learning environments.
1.2 Task-Based Language Teaching: This section defines task-based language teaching (TBLT) as a communicative approach prioritizing learner needs and naturalistic target language use. It emphasizes the importance of authentic materials and the connection between classroom learning and learners' personal experiences. This lays the groundwork for understanding the inherent tension between the ideal of monolingualism in TBLT and the practical realities of multilingual classrooms.
2.1 Principles of Task-Based Language Teaching: This section details Nunan's seven principles of TBLT: scaffolding, task dependency, recycling, active learning, integration, reproduction to creation, and reflection. Each principle is explained, highlighting how they contribute to effective language learning through active engagement, meaningful communication, and reflective practice. This provides a framework for analyzing how these principles might be adapted to accommodate and utilize mother tongue use.
2.3 Mother Tongue Use in Task-based Classrooms: This chapter delves into the research on mother tongue use in TBLT classrooms, focusing on Carless's study on Hong Kong secondary schools. Carless identifies the prevalent use of the mother tongue as a significant challenge, exploring reasons for this and teacher strategies to encourage target language use (e.g., language monitors, reward systems, recording devices). The chapter also discusses Swain and Lapkin's research identifying three functions of mother tongue use: task management, attention focusing, and interpersonal interaction. This section presents contrasting viewpoints on the role and impact of mother tongue use in TBLT and sets the stage for further discussion of theoretical frameworks.
Schlüsselwörter (Keywords)
Task-based language teaching, mother tongue use, target language use, communicative language teaching, second language acquisition, multilingual classrooms, classroom strategies, sociocultural theory, enlightened monolingualism.
Frequently Asked Questions: A Comprehensive Language Preview
What is this document about?
This document provides a comprehensive preview of a term paper examining the role of mother tongue use in task-based language classrooms. It includes a table of contents, objectives and key themes, chapter summaries, and keywords. The paper explores strategies to encourage target language use within a task-based approach and considers various theoretical perspectives on mother tongue use in second language teaching.
What are the key themes explored in the paper?
The key themes revolve around task-based language teaching (TBLT), the role and function of the mother tongue in TBLT classrooms, strategies for encouraging target language use, the compatibility of mother tongue use with TBLT, and different theoretical perspectives (like sociocultural theory and enlightened monolingualism) on mother tongue use in second language acquisition.
What are the main principles of Task-Based Language Teaching (TBLT) discussed?
The document outlines Nunan's seven principles of TBLT: scaffolding, task dependency, recycling, active learning, integration, reproduction to creation, and reflection. These principles emphasize active engagement, meaningful communication, and reflective practice in language learning.
How does the paper address the use of the mother tongue in TBLT classrooms?
The paper investigates the prevalent use of the mother tongue in TBLT classrooms, exploring reasons for its use and examining teacher strategies to encourage target language use (e.g., language monitors, reward systems). It also discusses the three functions of mother tongue use identified by Swain and Lapkin: task management, attention focusing, and interpersonal interaction.
What research is referenced in the paper?
The preview mentions research by Carless on mother tongue use in Hong Kong secondary schools and the work of Swain and Lapkin on the functions of mother tongue use in TBLT classrooms. These studies provide empirical evidence to support the discussion on the complexities of mother tongue use in multilingual learning environments.
What theoretical perspectives are considered?
The paper considers sociocultural theory and enlightened monolingualism as theoretical frameworks for understanding and interpreting the role of mother tongue use in second language acquisition within a task-based learning context.
What is the overall objective of the term paper?
The primary objective is to investigate strategies for managing mother tongue use in task-based language classrooms while simultaneously promoting target language acquisition. It aims to reconcile the ideal of monolingualism often associated with TBLT with the realities of multilingual classrooms.
What are the keywords associated with this paper?
Keywords include: Task-based language teaching, mother tongue use, target language use, communicative language teaching, second language acquisition, multilingual classrooms, classroom strategies, sociocultural theory, and enlightened monolingualism.
- Citar trabajo
- Anja Hilsenbeck (Autor), 2011, Task-Based Language Learning and Teaching and Students' Use of the Mother Tongue, Múnich, GRIN Verlag, https://www.grin.com/document/170578
